Charlotte Verity Professional Learning (School Based)

  Teacher Only Day Workshop 31/08/20 The Ecological Model, Brofenbrenner Under this theory, the child’s development is viewed within the context of the systems and relationships in their environment, extending from the micro (e.g. immediate family) to macro. Microsystem: small, immediate environment the child lives in. Mesosystem: is the interlinked microsystems a child is involved in, e.g. the connection and relationships btwn home and school. Exosystem : the relationships that exist between two or more settings. Macrosystem :   the largest system, it encompasses all the institutions, people and relationships that affect the child. It includes the values and beliefs of the cultures involved. Chronosystem : the shifts or changes in one’s lifetime, e.g. moving towns, divorce etc. Universal Design For Learning https://everyones-in.tki.org.nz/ PLANNING TOOL FOR UDL Overview ·        Aim to teach the “hardest” children, and the ...

Bobbi Hunter,  Massey University  Presentation  Background * NZ has alarmingly high levels of Māori and Pāsifika (and other) students not achieving curriculum standards at Year 8. * Teachers can fall into deficit thinking about certain groups (Nieto 2002): "These children come to school knowing nothing." Shift it to....what can we show this children, how far can we extend them? * Show the purpose of maths....why do you need this, in your every day life ? e.g. manage finance etc * Values to think about bringing in to the class/learning:    The Best Evidence Synthesis of Maths , outlines the effective features of maths in primary school are:  * Students working as a community (cohesive, functional and equal group). Students grouped for abilities tended to have fixed ideas of their capability in maths, so mixed level groups are preferable * Language for key maths ideas is provided/modelled and scaffolded ad students use this to explain and justi...

We have now been working collaboratively, with four classes in a new modern learning hub. We've implemented a shared timetable, with developmental play/discovery time woven through reading, writing and maths learning each morning.  The New Space:          As staff, we have discussed, agreed and planned areas for different purposes, including: reading/library corner, a theatre for shared gatherings, a construction room (with doors so that children can be playful and make noise with blocks, cars etc, without interrupting learning in the main space), a maths centre, a writing area, maker space / kitchen for construction and a mindful colouring zone.  What Has Worked? A number of things have really aided our journey, and the ease of transition for the children. These strategies have included:  * Staff meeting to discuss what worked/what didn't work after school each day, and altering plans accordingly. * Shared expectations for behav...

I enjoyed our team discussion about communication styles. We discussed how certain behaviours may shut down or support a conversation. Shut downs:  * Eye rolling * Turning away / walking away from speaker * Using a device  * Talking over top of someone * Beginning to respond to someone, but talking about something else entirely * Putting down an idea, even in a humorous way  * Having an insincere tone Supports:  * Eye contact * Nodding, smiling, showing interest * Asking probing questions to understand the person's message * Facing the person talking  * Stopping what you are doing to focus on the discussion  Why might we use 'shut down' behaviours?  Lack of time. I am in the middle of something and I need to finish / I am focused on something else Inappropriate time. This is not the right physical place. There is too much else going on; e.g parents, environment, exhaustion. Having a slower processing speed/needing m...